學生教育抱負與學習成就關係之研究:長期追蹤資料之分析
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Date
2011-12-??
Authors
陳俊瑋
Chun-Wei Chen
Journal Title
Journal ISSN
Volume Title
Publisher
教育研究與評鑑中心
Center for Educational Research and Evaluation
Center for Educational Research and Evaluation
Abstract
本研究旨在探討學生教育抱負與學習成就之相互影響效果、學生教育抱負與學習成就個別潛在成長變化，以及學生教育抱負與學習成就之潛在成長變化的關係。本研究利用結構方程模式的長期追蹤交叉延右模式與潛在成長曲線模式，分析「臺灣教育長期追蹤資料庫J 2001 年、2003年、2005年及2007年追蹤樣本學生en = 1 ，的1 )的資料。 研究結果發現，學生教育抱負與學習成就存在相互影響效果。其次，學生教育抱負初始狀態與學生教育抱負成長速率呈顯著正相關;學習成就初始狀態與學習成就成長速率也里，顯著正相關。 再者，學生教育抱負初始狀態對學習成就成長速率有顯著正向的影響效果;學習成就初始狀態對學生教育抱負成長速率也有顯著正向的影響效果。
The objective of this study was to explore the relationship between the educational aspirations of students and their learning achievements. Structural equation modeling with cross-lagged panel modeling and latent growth curve modeling were used to analyze the core panel sample (n = 1,651) data of the Taiwan Education Panel Survey (TEPS) in 20叭， 2003 ， 2005 ， and 2007. Results ofthis study show that the cross-lagged effect of the educational aspirations of students predicting their subsequent learning achievements was statistically significant, and the crosslagged effect of learning achievements predicting their subsequent educational aspirations was also statistically significant. Moreover, the correlation between the initial status and the growth rate of the educational aspirations of students was positive; the correlation between the initial status and the growth rate of learning achievements was also positive. Additionally, the initial status of the educational aspirations of students positively predicted the growth rate of learning achievements, and the initial status of learning achievements positively predicted the growth rate of the educational aspirations of students.
The objective of this study was to explore the relationship between the educational aspirations of students and their learning achievements. Structural equation modeling with cross-lagged panel modeling and latent growth curve modeling were used to analyze the core panel sample (n = 1,651) data of the Taiwan Education Panel Survey (TEPS) in 20叭， 2003 ， 2005 ， and 2007. Results ofthis study show that the cross-lagged effect of the educational aspirations of students predicting their subsequent learning achievements was statistically significant, and the crosslagged effect of learning achievements predicting their subsequent educational aspirations was also statistically significant. Moreover, the correlation between the initial status and the growth rate of the educational aspirations of students was positive; the correlation between the initial status and the growth rate of learning achievements was also positive. Additionally, the initial status of the educational aspirations of students positively predicted the growth rate of learning achievements, and the initial status of learning achievements positively predicted the growth rate of the educational aspirations of students.